1.
A Suggestive Framework for In-service Teacher
Education Programmes
By: Dr. Aman Bhardwaj
Asstt. Prof.
Deptt. of Educational Studies
Central University of jammu

2.
The goal of in-service professional development
is to improve the knowledge, skills, and
commitments of teachers so that they are more
effective in planning lessons, using a variety of
effective approaches in their teaching, and
monitoring students’ learning as well as in
undertaking other school and community
responsibilities.

3.
In-service Teacher Education Programmes- Why???
• Every Teacher a student
• Life-Long Education
• For Professional Growth
• Education is dynamic
• Training in Democratic living

4.
Most programs falling within the following two
categories:
i. Sometimes, “in-service” refers to a prescribed,
extended course of study, mirroring the pre-
service teacher education curriculum and leading
to some level of formal qualification.
ii. Usually, “in-service” refers to professional
development activities for all employed teachers,
those with and those without formal
qualifications. These programs range from
occasional, ad hoc workshops to continuous,
comprehensive, career-long programs of
professional learning.

5.
There is no agreed-on terminology used for in-service
professional development programs.
• “Staff development” and “in-service training” are
sometimes used for short-term workshops or short courses
that offer teachers information or ideas, often abstract and
unrelated to teachers’ work. They can be based on the
delivery of information by experts to teachers, whose role
is largely passive.
• “Professional Development” or “Continuing Professional
Development” (CPD) are used for a continuous, career-
long program that encompasses more comprehensive
teacher learning and relies strongly on more-active forms
of learning, sometimes facilitated in workshops but often
in teacher groups at the school or cluster level.
• Many countries are now shifting from the former to the
latter approach.

6.
In-service professional development programs help
teachers acquire or deepen their knowledge about subject
matter content, teaching skills, and assessment methods
required to implement an existing or a new curriculum.
Relevant activities include the following:
• Improving teachers’ general education background
• Improving teachers’ knowledge and understanding of the
subjects they teach
• Understanding how children learn different subjects
• Developing practical skills and competencies
• Learning new teaching strategies
• Learning how to use new technologies
• Strengthening professionalism and ethics
• Providing knowledge and skills linked to the ever-changing
needs of a dynamic society.
(UNESCO Institute for Statistics, 2006)

7.
Key Principles in Developing Effective In-Service
Teacher Professional Development Programs
• Consider in-service programs as part of a continuum
of professional development: continuum of learning
that starts with pre-service education; includes
periods of school-based inquiry and practice
teaching; continues into an induction/mentoring
period of introduction into full-time teaching and is
followed up with a continuous program of career-
long professional development, support, and
supervision.
• Involve teachers in planning and implementation of
programs: teachers are more closer to classroom
realities and students’ needs

8.
• Emphasize pedagogical content knowledge in
designing program content: Focus on subject
matter content with its implications for pedagogy
(planning, instruction, and assessment).
• Build reflective practice and action research
within teacher learning communities: In-service
programs should be structured to emphasize
reflective practice, which enables teachers to
analyze their own and their colleagues’ practice
and the effects on learners.

9.
• Include all teachers in learning opportunities and
base most of the in-service program at the
school or school-cluster level: All teachers should
be involved in professional development activities
on a regular basis throughout their careers.
• Incorporate strong instructional leadership by
school administrators and local supervisors:
programs can also prepare school administrators
and supervisors to work together with teachers—
or with other school administrators, supervisors,
and teacher educators.

10.
• Link teacher in-service programs to a more-
holistic school improvement approach involving
community members in planning for and
monitoring school quality: School-based or
cluster-based teacher professional development
is an important element of decentralization
especially when linked with school improvement
activities that involve community members as
well as school personnel and students in
assessing, planning, and supporting the schools’
programs, teachers’ teaching, and students’
learning

11.
• Successful participation in in-service
professional development programs should
receive official recognition by the ministry or
local authority: A system of formally recognizing
successful participation in an in-service teacher
professional development program should be put
in place as part of the overall program design. If
possible, this system should be coupled with
increased financial rewards or advancement on a
structured career ladder when improved
classroom practice is demonstrated
• Consider the budget implications of building
realistic and sustainable programs.

12.
Main Steps for Implementation of an In-Service
Teacher Professional Development Program
Step 1: Include all stakeholders in program design.
Step 2: Base design on existing policies and
programs (through document analysis).
Step 3: Learn from successful programs in similar
countries.
Step 4: Design a program that includes all
teachers.
Step 5: Develop good support materials.
Step 6: Start small, learn, and scale up.
Step 7: Support improvement of teachers’
conditions of service.

13.
Models/ Approaches for Professional Development of Teachers
i. Standardized teacher professional development
a) Cascade Model
b) Reflective Teaching Model (RTM): focus on reflection of
teachers to help them implement reform teaching strategies.
This model is grounded in the theories of constructivism. It
recommends consistent, on-going sessions of joint planning,
teaching and reflecting. It relies on a pair of teachers being
able to model effective practice.
c) Split Model: This is similar to reflective teaching model. It
consists of 6-8 day training at district/block level, then
practicing the inputs received in the professional development
programme two or three months in actual classroom situation,
and a short follow-up training of two to three days at
district/block level wherein the teachers share their
experiences through reflective and open discussions.

14.
ii. Site-based teacher professional development
a) Observation/Assessment model: In this model, teacher professional
development provider, a master teacher in a school or a specialist working
district-wide, observes teachers in their classrooms, assessing their
instructional practices and providing structured feedback.
b) Open Lessons: In this model, teachers develop lessons and invite colleagues to
observe the lesson and provide feedback in a post-observation session. The
focus of this model is on ‘teacher behavior’.
c) Lesson Study: In this model, teachers collaboratively plan, develop or improve
a lesson, field test the lesson, observe it, make changes and collect data to see
the impact of the lesson on student learning. This approach focuses on
‘student actions’
d) Study Groups: Within ‘Study Groups’ teachers collaborate as a single large
group or in smaller teams, to solve a common problem or create and
implement a plan to attain a common goal. During the collaboration process
they may use print-based resources, classroom materials and their
experiences, as part of their approach to the problem.
e) Inquiry/Action Research: In an inquiry/action research approach, teachers
form teams based upon a common interest. They select an issue, investigate
and research it, plan possible actions to remedy it, take action, observe and
document results, reflect on outcomes and create an action plan to address
this issue.
f) Mentoring: In this model, older or more experienced teachers guide and assist
younger or novice teachers in all areas of teaching.

15.
iii. Self-directed teacher professional development
This includes independent learning, sometimes
initiated at the learners’ discretion, using available
resources that may include computers and
internet. In this approach, teachers are involved in
initiating and designing their own professional
development and would share materials and
ideas as well as discuss challenges and solutions.

16.
Types of Programmes can be Undertaken:
-Lectures and discussions led by experts
-Workshops
-Analysis of educational planning through written material
and professional visits
-Meetings with institutional administrators
-Exposure to projects at the national and regional level
-Simulations, panel discussions, and group work
-Preparation of final projects by individuals or groups,
based on the professional interests of participants
-Study tours: Schools, educational centers (including
science and art centers), universities, teacher training
institutions, and pedagogical resource centers

17.
Challenges and Limitations
• Designing programs that are relevant for both
new and experienced teachers
• Scheduling programs when the maximum
number of teachers can participate
• Planning and designing collaboratively
• Emphasizing effective and realistic approaches
to active learning in program content
• Including budget implications in all planning to
create sustainability

18.
Suggested Indicators of Success/Evaluative Techniques
The principles, steps, and list of challenges are all aimed at
preparing teachers and other educators to achieve these
outcomes:
• Improved teacher practice in accordance with national,
regional, and district policies or standards (observation)
• Improved teacher knowledge of national policies, subject
content, teaching and assessment practices, and relations
with parents and community members (interviews and
questionnaires/tests)
• Improved teacher commitment and sense of
professionalism (observation and interviews)
• Improved participation of students in the class and
demonstration that they are using higher-order cognitive
skills (observation, interviews, learning assessments)
• Improved student learning in defined areas (observation,
interviews, learning assessments)

19.
Thanks